This study examined the development of a mathematics teacher's proficiency in managing whole-class discussion in the context of an inquiry-based classroom. We analysed three lessons taught with the same class by a teacher-researcher. The first and second lessons were 10 months apart, the second and third lessons were 6 months apart. For each of the three lessons the analysis was carried out at two levels: macro-level analysis was applied to the general organisation of the inquiry-based lesson and micro-level analysis was applied to both the teacher's structure of the discussion and to the quality of the discussion. Based on the two-level analysis we formulate criteria to define teacher proficiency and demonstrate the enhancement of proficiency through teaching.
ASJC Scopus subject areas
- Mathematics (all)